This is cognitive processing aimed at mentally representing the core material. This type of cognitive processing selects relevant or needed material. This process processing is developed because of the complexity of material presented. If there is too much essential processing, it means the material is so complex it exceeds mental capacity.
Essential cognitive processing is required to make sense of any given material. For example, a film shown very fast with unfamiliar materials, the student's essential processing would use a great deal of cognitive reasoning in "selecting, organizing, and integrating the words and the images."
References:
Clark, R.C., & Mayer, R.E. (2011). E-Learning and the science of instruction. Proven guidelines for consumer and designer of multimedia learning (3rd ed.) San Francisco, CA: Pfeiffer. Retrieved from the University of Phoenix eBook Collection database.
Mayer, R.C. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Education Psychologist, 38 (1). 43-52. Lawrence Erlbaum Associates, Inc. Retrieved from http://www.uky.edu/~gmswan3/544/9_ways_to_reduce_CL.pdf.
Essential cognitive processing is required to make sense of any given material. For example, a film shown very fast with unfamiliar materials, the student's essential processing would use a great deal of cognitive reasoning in "selecting, organizing, and integrating the words and the images."
References:
Clark, R.C., & Mayer, R.E. (2011). E-Learning and the science of instruction. Proven guidelines for consumer and designer of multimedia learning (3rd ed.) San Francisco, CA: Pfeiffer. Retrieved from the University of Phoenix eBook Collection database.
Mayer, R.C. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Education Psychologist, 38 (1). 43-52. Lawrence Erlbaum Associates, Inc. Retrieved from
http://www.uky.edu/~gmswan3/544/9_ways_to_reduce_CL.pdf.